Teaching Science to English-as-Second-Language Learnersby: Gayle A. Buck

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This article presents teaching, learning, and assessment strategies for English-as-Second-Language (ESL) or Limited-English Proficiency (LEP) students. It relates to the National Science Education Standards’ Teaching Standard B: Teachers of science guide and facilitate learning. In doing this, teachers recognize and respond to student diversity and encourage all students to participate fully in science learning (NRC, 1996).

Grades
  • Elementary
Publication Date
11/1/2000

Community ActivitySaved in 682 Libraries

Reviews (2)
  • on Fri Oct 05, 2012 9:39 AM

Students who are classified as ESL or LEP students have limited language experience and are often classified into one of three groups – beginners, intermediate, and advanced – based on their ability to understand the English language. Students classified as ESL or LEP have different needs and therefore different strategies than ELL students to help them succeed in an English speaking environment. This article provides many teaching strategies, learner strategies and assessment strategies listed and explained to help both the teacher and the learner be more successful.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)

  • on Wed Nov 16, 2016 7:29 PM

In this article, the author provides multiple strategies that not only support ESOL students, but are also beneficial for all learners. She provides helpful, reasonable strategies for both teaching and assessment that can be implemented in any classroom easily. I also appreciate how she addresses the inquiry-based lessons that many teachers are encouraged to implement and use in their science classrooms. Lastly, I love that Buck reminds teachers that just because students are identified as ELL, or NEP, it does not mean that they are cognitively impaired and that many of them also have ideas and background knowledge to share. This is an article worth reading!

Hilary P
Hilary P


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